Unit 5 Author Study

1	Wondering and questioning during reading
2	Wondering and questioning during reading II

3	Identify what good readers notice
4	Intro to author study
5	Analyze an authors work
6	Using strategies for meaning
7	Using accountable talk
8	Making connections
9	Applying reading strategies
10	Making connections to build meaning
11	Making text to self and text to world connections
12	Dramatizing text to increase meaning
13	Expanding our writing using connections
14	Making text to text connections
15 C	Comparing books by the same author
16	Studying Characters in a story
17	Reviewing what we have learned about Mem Fox
18	Clarifying Thinking about the Author

Unit Objectives:

-View themselves as readers and know good reading strategies for decoding and comprehension.
-Use connections and wonderings to understand text meanings.
-Explore one author's work in life.
-Compare and contrast themes, characters, and language from multiple works by one author.
-Respond to stories using accountable talk.

Gist of the unit: Use accountable talk to comprehend Mem Fox texts.

Simple
Identify major characters from the story and sequence the events include 1 beginning, 2 middle, and one ending event.
Complex
Identify author's message

Assessment
After read aloud, students will be able to identify the simple or complex features of

Date	Step 1 Collect & Chart Data	Step 2 Analyze Strengths & Obstacles	Step 3 Establish Goals: Set, Review, Revise	Step 4 Select Instructional Strategies	Step 5 Determine Results Indicators	Next Steps
2/23						Generate and administer the post-assessment. Score and record results.
2/9			- Oral language workstation - generate oral language from phots -continue modeling how to generate a wondering	-mondo -second step -art teacher -avenues	-oral practice -written practice	-create a workstation -model language
2/2		Strenghts: Students are understanding the complex, if the answer is not available, they are able to confirm or deny it's availability. Using text features to generate a wondering. Obstacles: (Martinez) Not understanding timeline or diagram. (Both) several still not able to generate a wondering based on the TOC, T.L., or Diag.	Model specific language and processes during read aloud and shared read. Specific lessons: 15, 17, 20, 24			Assess # of students able to generate wondering based on the table of contents.
1/26		Strengths: Were able to identify the text features. Can activate schema. Obstacles: Students are reliant on pictures.	Andy: 2 to 13/21 Mary Ellen: 5 to 15/17			Focus on definition of proficiency: text feature to generate wonderings & questions and finding the answer. Bring evidence to our next meeting.
1/12		Obstacles: Students did not know "text features" (Can you show me three text features?) What do you know about dogs? What do you want to know about dogs?				Re-administer pre-assessment. Determine # of proficients and likely-to-be-proficients. Determine strategies and results indicators (data) for one lesson and bring to the next meeting.
12/15						We chose an essential learning, defined proficiency, and sketched the pre-test. Design the pre-test, administer and score for next steps.
12/8						We finished charting the intended learnings and will determine what is essential and the remainder of Step A for next time.
12/1						We charted intended learnings through lesson 6. Continue charting intended learnings.